Importance of Career-Related Parental Support for the Educational and Vocational Development of Incoming College Students

2011 ◽  
Author(s):  
Trisha L. Raque-Boghdan ◽  
Elizabeth Klingaman ◽  
Helena M. Martin ◽  
Margaretha S. Lucas
Keyword(s):  
College Students ◽  
Parental Support ◽  
Vocational Development

“If I Hadn’t Had that Support System, I Think I Would Have Dropped Out by Now”: Parental Support in College and its Implications for Student Adjustment

2021 ◽  
pp. 0192513X2110444
Author(s):  
Marta Benito-Gomez ◽  
Grace Y. Lee ◽  
Amy L. McCurdy ◽  
Anne C. Fletcher
Keyword(s):  
College Students ◽  
Parental Support ◽  
College Adjustment ◽  
Qualitative Interviews ◽  
Parental Engagement ◽  
Retention Rates ◽  
Student Adjustment ◽  
Mothers And Fathers ◽  
Key Factor ◽  
Levels Of Support

Understanding college students’ perceptions of parental support and its impact on student adjustment have important implications for maximizing retention rates within higher education institutions. College students ( N = 53) participated in qualitative interviews focused on students’ perceptions of mothers’ and fathers’ support during college and its impact on college adjustment. Holistic coding interviews indicated three different classifications of parents based on levels of support: supportive, ambivalent, and unsupportive. Students indicated that their parents continued to be the main source of support and a key factor that supports their adjustment during the college years. In contrast, students who did not receive such support expressed having difficulties continuing working toward their degree. Students’ narratives also indicated that mothers and fathers provided support in different ways. These findings have important implications for practice, and in particular how high education institutions can promote adjustment and retention rates by encouraging parental engagement.

An Exploration of Parental Support in the Retention of Rural First-Generation College Students

2020 ◽  
pp. 152102512090788 ◽  
Author(s):  
Edna McCulloh
Keyword(s):  
College Students ◽  
Parental Support ◽  
First Generation ◽  
Extended Family ◽  
Community Support ◽  
Private University ◽  
First Generation College Students ◽  
Support Network ◽  
Individual Interviews ◽  
First Generation College

Rural first-generation college students (FGCSs) encounter complications in college that are often the result of a lack of college readiness, difficulty adjusting to new communities, and the absence of a support network. This study explored the parental support that promoted retention of rural FGCSs attending a small, private university, where withdrawal rates of this population are higher than that of continuing-generation students. A case study design facilitated the exploration of 12 rural FGCSs’ perceptions of their parental support. Data collection consisted of semistructured individual interviews. The emergent themes included in this article are (a) parental support, (b) extended family support, and (c) community support. The results revealed that parental support reflected a spectrum of types, and the social capital provided by parents, family, and community support systems made possible rural FGCS retention.

Risk-Taking Behaviors and Subgrouping of College Students

2013 ◽  
Vol 7 (6) ◽  
pp. 475-481 ◽  
Author(s):  
Asghar Mohammadpoorasl ◽  
Abbas Abbasi Ghahramanloo ◽  
Hamid Allahverdipour
Keyword(s):  
College Students ◽  
High Risk ◽  
Risk Taking ◽  
Parental Support ◽  
Latent Class ◽  
Risky Behaviors ◽  
Negative Consequences ◽  
Familial Support ◽  
Risk Takers ◽  
Risk Taking Behaviors

Risk-taking behaviors have negative consequences on adolescent and young adult’s health. The aim of this study was to identify the subgroups of college students on the basis of risk-taking behaviors and to assess the role of demographic characteristics, religious beliefs, and parental support on membership of specific subgroup. The cross-sectional study took place in Tabriz (northwest of Iran) in April and May of 2011. The randomly selected sample consisted of 1,837 college students. A survey questionnaire was used to collect data. Latent class analysis was performed to achieve the study’s objectives. Four latent classes were identified: (a) low risk, (b) cigarette and hookah smoker, (c) sexual and drinking risk-takers (for males)/sexual risk takers (for females), and (d) high risk. Notably, 13.3% of the males and 4.3% of the females were in the high-risk class. The results identified evidence of protective influence of familial support and religiosity on risky behaviors. A fair number of college students, males in particular, were identified as high risk-takers. Design and implementation of preventive interventions for this segment of the population are necessary. Higher level of familial support and religiosity may serve as preventive factors in risk-taking behaviors.

The empowerment of singleton daughters: exploring the gender digital divide among Chinese college students

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Puxin Zhang ◽  
Lian Wang ◽  
Chun Liu
Keyword(s):  
College Students ◽  
Digital Divide ◽  
Parental Support ◽  
Female Students ◽  
Internet Usage ◽  
Male Students ◽  
Content Type ◽  
One Child Policy ◽  
Child Policy ◽  
The Impact

PurposeExisting researches find that a gender difference exists in terms of Internet usage. In China, the singleton daughters resulting from China's one-child policy enjoy unprecedented parental support. The purpose of this paper is to investigate whether singleton daughters can, to some extent, break through the predicament of the digital divide.Design/methodology/approachThe study collected data from a sample of 865 college students and obtained 811 valid questionnaires. Exploratory factor analysis (EFA) is used to identify clusters of Internet usage from the perspective of statistical associations in various daily online activities. Two-way ANOVA and mean-comparison tests are used to analyze how singleton and non-singleton students use the Internet differently.FindingsThis study finds that singleton female students showed no significant differences from male students in aspirational activities of informational, educational use and social media use, which means that singleton female students have caught up with male students in these activities. However, female college students from multi-child families were still found to be disadvantaged in those activities.Originality/valueThere is a lack of consensus on the classification of Internet activities. We used EFA to cluster the varieties of Internet activities into three types: utilitarian use, exploratory use and aspirational use. The three identified types of Internet usage require different degrees of user initiative. We argue that initiative provides a useful lens through which to classify Internet usage. In addition, this study is among the few studies to investigate the impact of the one-child policy on the gender digital divide.

scholarly journals Parental Involvement With College Students in Germany, Hong Kong, Korea, and the United States

2014 ◽  
Vol 37 (10) ◽  
pp. 1384-1411 ◽  
Author(s):  
Karen L. Fingerman ◽  
Yen-Pi Cheng ◽  
Kyungmin Kim ◽  
Helene H. Fung ◽  
Gyounghae Han ◽  
...  
Keyword(s):  
United States ◽  
College Students ◽  
Hong Kong ◽  
Parental Involvement ◽  
Parental Support ◽  
Multilevel Models ◽  
The United States ◽  
College Attendance ◽  
Filial Obligation ◽  
Frequent Contact

Rates of college attendance have increased throughout the world. This study asked whether students across nations experience high involvement with parents (frequent contact and support) and how satisfied they are with parental involvement. College students from four major Western and Asian economies participated—Germany ( n = 458), Hong Kong ( n = 276), Korea ( n = 257), and the United States ( n = 310). Consistent with solidarity theory, students across nations reported frequent contact with parents and receiving several forms of social support (e.g., practical, emotional, and advice) every month. Multilevel models revealed that Asian students received more frequent parental support than German or U.S. students but were less satisfied with that support. Students in Hong Kong resided with parents more often and gave more support to parents than students in other cultures. Discussion focuses on cultural (i.e., filial obligation) and structural (i.e., coresidence) factors explaining parental involvement.

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